Pastoral Care

Ensuring the safety, welfare and security of our students is a key priority across Aldar Academies. We know that, in order to learn, students must feel safe and secure. Educational research has demonstrated the importance of positive and affirmative relationships as a significant factor in determining successful learners and effective schools.

When considering the welfare of our students we refer to their ‘pastoral’ care and this encompasses their physical, emotional, social and spiritual needs. In practical terms, it also refers to the physical environment and security, including building access, school security and healthy life choices. In ensuring the pastoral care of our students, however, there are a number of strategic arrangements across academies and these support, in particular, the positive relationships, values and positive contribution to the life of each Academy by our students.

‘The quality of the pastoral care influences the ethos and tone of the whole school. It is of crucial importance in creating an atmosphere in which young people feel secure, know that they are valued as individuals and are encouraged in their learning, growth and social development in a healthy and safe environment’. T. J. Shaw, 2008.

All Aldar Academies benefit from designated school counsellors

Aldar Academies are safe and nurturing environments, where all children are challenged to become lifelong learners. The counsellor, in partnership with teachers, school leaders and parents seek to help students develop socially and emotionally. In addition, the counsellors help students reach their academic goals. On occasion, counsellors may lead lessons on specific topics such as friendship, conflict resolution and acceptance. Where necessary, the counsellor may also lead small group sessions with children on matters such as social skills, grief and changing families. Students can meet with school counsellors on a more regular one-to-one basis, with parental consent, to develop coping skills or self-management strategies.
All Aldar Academies benefit from school councils led by our students

School Councils are important pupil-elected bodies that provide students with opportunities to serve others and become involved in the decision-making processes of the school. Representatives from secondary school councils also contribute to the strategic governance of each Academy through representation by the Head Boy and Head Girl. Each council has an elected Secretary, Treasurer and Chair Person appointed from the core Student Council group.

The Student Council meets regularly and works in partnership with school management, staff and parents. Typically, our school councils are involved in a number of initiatives, including environmental matters, seeking students’ views and organising special events for other students. Across Academies, in the last year, our councils have helped design our new school uniforms. Council members represent the views of their peers and contribute significantly to self-review processes in Academies.

Aldar Academies House Systems promote healthy competition and team spirit

The pastoral care arrangements in Academies are supported by the house system. Each child and member of staff is assigned to one of four houses on joining the Academy.

The house system aims to promote students’ personal development, team spirit and sense of community contribution and belonging. It also provides good opportunities for students to develop friendships with other students in their school form different year groups. As there are frequent sports events undertaken as part of the house system, then the arrangements help to foster a healthy sense of competition. Secondary schools appoint house captains and house vice-captains and these students assist in leading and organising special events for their individual houses.

Aldar Academies tutors help foster a sense of achievement and individual concern for all students

In the early years and primary classes in Academies, the class teacher has a central role to help ensure the welfare of every child. Although children are taught by a number of specialist teachers, all staff have responsibility for every child. The class teacher, however, is the main point of contact for students and, of course, for parents. The class teacher in the primary years has the responsibility to plan for the personal, social and emotional needs of children. Consequently, as part of circle time sessions, focused PSHE lessons and school assemblies, staff deliver a curriculum programme that meets home curriculum requirements but is matched to an international context and tailored to arising important matters in the life of the school.

In the secondary years, Academies operate a tutor group system to help monitor progress and maintain students’ welfare and achievement. The tutor is a qualified teacher who will meet with their ‘tutor group’; a class of around 24 children every day. The tutor acts as a point of contact with parents. The tutor receives regular updates from other teachers about each students’ performance and provides support and guidance to all tutor group members in terms of academic, personal and career aspirations.

Students at post-16 (Years 12 and 13), make up the school’s most senior students. Expectations are high in Years 12 and 13 and staff encourage our students to develop self-discipline and motivation.

Post-16 students are treated like young adults, receiving rights and privileges that are not available to other students in the school. For example, in each secondary school, they have their own common room, which is equipped with ICT facilities, microwave ovens, a fridge and seating areas. The common room primarily serves the social needs of Post 16 students while the study room is intended for independent study. Post-16 students have their own uniform which sets them apart from the rest of the school. They are expected to dress smartly according to the dress code, setting high standards and expectations for younger students in the school.

There is a well-developed pastoral care system which supports the students' academic, personal and social development during their post-16 years. Full support and guidance is offered with university applications, career development and helping the students focus on life beyond school. A team of post-16 Learning Mentors are available for advice and encouragement.